Learning Style in Language Learning Classroom

Masruddin, Masruddin

doi:10.24256/ideas.v6i2.518

Cited by 5 publications

(6 citation statements)

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“…Resource-based learning can be a solution to the many learning styles of pupils. According to Masruddin (2018), proficiency in a second language cannot be stated solely in terms of target language structures, phonology, morphology, and lexicon. This type of information is insufficient for learners acquiring a second language for utilitarian purposes.…”

Section: Discussionmentioning

confidence: 99%

The effectiveness of Resource-Based Learning Model in English for Islamic Studies Course in Enhancing Critical Thinking Skill

Saputra¹

2022

IDEAS

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The pace of change in the world is accelerating rapidly. Hence, a powerful way to empower learners is to improve their critical thinking, an essential skill for success. This quantitative paper aimed to measure the effectiveness of a Research-Based Learning (RBL) model in English for Islamic Studies course to improve students' creative thinking skills at Ma'had Al-Jamiah Putra UIN Salatiga. The subjects were 27 students of Ma'had Al-Jamiah chosen by purposive random sampling to determine the experimental class. The data were obtained by using a questionnaire and test containing the indicators of critical thinking. They were analyzed using one group pretest-posttest to measure the effectiveness of the developed model. Based on the result, it was concluded that the RBL model in English for Islamic Studies course effectively improves the critical thinking skill of Ma'had Al-Jamiah students.

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Section: Discussionmentioning

confidence: 99%

The effectiveness of Resource-Based Learning Model in English for Islamic Studies Course in Enhancing Critical Thinking Skill

Saputra¹

2022

IDEAS

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“…According to Tanjung (2019), teachers' perspective toward multimedia technology has a significant impact on students' learning quality. Masruddin (2014) identified two patterns in the use of multimedia technologies in the teaching and learning process. First, teachers see that the use of multimedia technology causes a fundamental change in the classroom, which creates issues for teachers who see the change including at odds with broader educational paradigms.…”

Section: Teachers' Perspective On Multimedia Technologymentioning

confidence: 99%

“…According to the descriptions in the sub-chapter, the two English teachers at SMA Negeri 2 Semarang who taught 12 th grade already used multimedia technology in their teaching and learning process. The use of multimedia technology in teaching English is as important (Masruddin, 2014). The teachers taught English by using a variety of multimedia tools.…”

Section: Multimedia Technologies Used By the English Teachersmentioning

confidence: 99%

Teachers’ Perspective on Using Multimedia Technology for Teaching English

Izlin,

Widiyati

2023

IJIET

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The rapid development of information and communication technology in this recent times has influenced the way the English language should be taught. This study aims to find out the use of multimedia as a technological device in English learning from the perspective of the teacher. This study involved 2 participants: the two 12th-grade English teachers of SMAN 2 Semarang. This study applied a qualitative approach with a phenomenological approach. Data were collected through observation and in-depth interviews based on three categories; kinds of multimedia, advantages, and disadvantages, and how the teacher uses the media. A thematic analysis design is used in this study. This started at the data collecting phase and lasts through the transcription, reading and re-reading, analysis, and interpretation stages of the data. It is concluded that the teachers have a positive perspective toward using multimedia technology in the classroom to teach English. The use of multimedia technology has had a major impact on the advancement of education, especially English learning.

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“…LITERATURE REVIEW The use of technology in teaching EFAL Masruddin (2014) claims that teachers' move to using technology to teach is a paradigm shift in the organization and routine of the classroom. The potential of new technical tools to change an out-of-date educational system, better educate learners for the information age and expedite national development efforts has been a driving force behind the global use of technology in teaching (Katemba, 2020).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions of Integrating Technology in Rural Primary Schools to Enhance the Teaching of English First Additional Language

Maja

2023

JCSR

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Teachers’ perceptions of integrating technology in rural primary schools play a substantial role in the Intermediate Phase (grades 4 to 6) in enhancing the teaching of English first additional language (EFAL). However, in a country such as South Africa, teachers experience barriers such as time constraints, load shedding, a lack of facilities, a lack of digital skills and an internet connection which challenges the incorporation of technology in language lessons in this posthumanism era. This study explored teachers’ perceptions of integrating technology in EFAL classes in rural primary schools in Limpopo, South Africa. There are several studies on how teachers feel about using technology in secondary schools and higher education, but only a few have concentrated on rural primary schools specifically the Intermediate Phase. Therefore, this area deserves further investigation to add to empirical data. An interpretivist paradigm guided this study informed by the technology acceptance model (TAM). An exploratory qualitative case study used semi-structured interviews for data gathering. Ten Intermediate Phase EFAL teachers were selected with the help of purposeful sampling. Using thematic analysis, the obtained data were categorized into codes and themes. It was found that teachers are willing to use technology to teach EFAL as it has revolutionized their teaching and appreciated its productivity in their teaching activities. It is advised that EFAL teachers receive additional in-service training on integrating technology into EFAL teaching. The acquired skills from the training may assist in time management and how to cope working with limited resources.

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Learning Style in Language Learning Classroom

Cited by 5 publications

References 0 publications

The effectiveness of Resource-Based Learning Model in English for Islamic Studies Course in Enhancing Critical Thinking Skill

The effectiveness of Resource-Based Learning Model in English for Islamic Studies Course in Enhancing Critical Thinking Skill

Teachers’ Perspective on Using Multimedia Technology for Teaching English

Teachers’ Perceptions of Integrating Technology in Rural Primary Schools to Enhance the Teaching of English First Additional Language

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